文章基本信息

标题：The Visioning of Policy and the Hope of Implementation: Support for Graduate Students’ Teaching at a Canadian Institution
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作者：Carolyn Hoessler ; Lorraine Godden
期刊名称：Canadian Journal of Higher Education
印刷版ISSN：0316-1218
出版年度：2015
卷号：45
期号：1
页码：83-101
语种：English
出版社：Canadian Journal of Higher Education
摘要：Abstract Graduate students teach within the complex higher education environment of financial constraint, greater student diversity, and growing graduate en - rolment (e.g., Austin, 2003). Teaching roles offer financial support and skill development while multiplying responsibilities (Price, 2008). Across the na- tional working papers and institutional reports, policies, and websites that we analyzed, support for graduate students was linked to their roles (e.g., teaching assistants). Formal messages about responsibility varied; national documents pointed to institutions, while institutional documents pointed to departments, courses, and individual graduate students. Most supports for graduate students reported were already existing piecemeal supports with limited implementation, despite policy recommendations for broad, flexible, open-ended, and recognized programming. Future research is needed to fur- ther clarify the pathways from vision to action. Résumé Les étudiants diplômés enseignent dans un milieu d’éducation complexe dont les ressources financières sont en déclin, la diversité étudiante est plus importante et l’inscription aux études supérieures est croissante (p. ex., Austin, 2003). Les rôles associés à l’enseignement offrent un support financier et le développement d’habiletés, tout en multipliant les responsabilités (Price, 2008). L’analyse de multiples documents (travail nationaux, rapports institutionnels, politiques et sites Web) révèle que le soutien aux étudiants diplômés est lié à leurs rôles (assistant d’enseignement). Les messages formels à propos des responsabilités varient également; les documents nationaux pointent les institutions, tandis que les documents institutionnels pointent les départements, les cours et les étudiants diplômés. Le soutien le plus fréquent existait déjà, selon une mise en œuvre limitée en dépit des recommandations pour programmation plus générale, flexible, ouverte et reconnue. De nouvelles recherches sont nécessaires afin de pouvoir préciser les voies passant de la vision à l’action.
其他摘要：Abstract Graduate students teach within the complex higher education environment of financial constraint, greater student diversity, and growing graduate en - rolment (e.g., Austin, 2003). Teaching roles offer financial support and skill development while multiplying responsibilities (Price, 2008). Across the na- tional working papers and institutional reports, policies, and websites that we analyzed, support for graduate students was linked to their roles (e.g., teaching assistants). Formal messages about responsibility varied; national documents pointed to institutions, while institutional documents pointed to departments, courses, and individual graduate students. Most supports for graduate students reported were already existing piecemeal supports with limited implementation, despite policy recommendations for broad, flexible, open-ended, and recognized programming. Future research is needed to fur- ther clarify the pathways from vision to action. Résumé Les étudiants diplômés enseignent dans un milieu d’éducation complexe dont les ressources financières sont en déclin, la diversité étudiante est plus importante et l’inscription aux études supérieures est croissante (p. ex., Austin, 2003). Les rôles associés à l’enseignement offrent un support financier et le développement d’habiletés, tout en multipliant les responsabilités (Price, 2008). L’analyse de multiples documents (travail nationaux, rapports institutionnels, politiques et sites Web) révèle que le soutien aux étudiants diplômés est lié à leurs rôles (assistant d’enseignement). Les messages formels à propos des responsabilités varient également; les documents nationaux pointent les institutions, tandis que les documents institutionnels pointent les départements, les cours et les étudiants diplômés. Le soutien le plus fréquent existait déjà, selon une mise en œuvre limitée en dépit des recommandations pour programmation plus générale, flexible, ouverte et reconnue. De nouvelles recherches sont nécessaires afin de pouvoir préciser les voies passant de la vision à l’action.